Over the years, several teaching methods have been created to make the second language learning process more efficient. Too mention just a few of the linguist who revolutionized language learning, we have Noam Chomsky and Stephen Krashen. Anyhow, today I am going to talk about some of the methods we teachers use in our classrooms and sometimes (especially at the beginning of our careers) do not even realize we are using them. Let us see the following three:

- Total Physical Response: This method is mainly used with children and pubescent students.

Linguist James Asher began experiment with it since the 1960s. Asher noticed that children, in learning their first language, actually do a lot of listening before they can speak. Besides, he also realized that their listening was accompanied by physical responses (reaching, looking, etc.). This multisensory processing of language takes place through the simultaneous activation of the child´s visual, auditory and kinesthetic senses. This helps the children understand the target language gradually. Moreover, Asher said as follows: ´The teacher is the director on the stage play in which the students are the actors¨. In fact at the beginning, TPR was tipically used in the imperative mood. Commands were meant to get learners to loosen up and move around. However, it also gave rise to humor and questions: For instance we could hear jokes such as ¨Walk slowly to the window and jump¨, and questions such as ¨ Who is John¨ regarding a story that is. Nowadays, the aforesaid teachniques are still in use. However, it is also used to make shy students open up. Activities such as ¨action stories¨ and ¨role playing¨ play a crucial role in the learning process. Even though the idea of associating language teaching with psychomotor techniques was not new by the time Asher began using it, he was the one to capitalize on this idea and develop it .

- Direct Method: The direct method was created as a response to the grammar translation method. Its main goal is to immerse the learner in the same way as when the learn their mother tongue. Besides, no translation is allowed in this method. Meaning must be conveyed directly into the target language through the use of demonstrations and visual aid. Moreover, speaking is taught first before reading and writing, and it is expected for learners to speak at least 80% of the time during the lesson. Further, grammar is taught inductively. Students should figure out the rules through the examples given by the teacher. Not to mention that learners must use the language in  realistic everyday situations. Last but not least, students are encouraged to think in the target language. You see learners should get used to use the target language each time they want to say something in class. The use of mimicry and realia are crucial in this method. For instance, the teacher holds the door and he tells their students ¨I am holding the door¨. There is no further need to explain. By the way, one of Direct Method´s best known popularizers was Charles Berlitz. 

- Suggestopedia: This method was developed by the Bulgarian psychologist Georgi Lazanov in 1979.

 You see, the human brain can process great quantities of material when given the right conditions for learning. Lazanov created this learning method method that capitalized on relaxed states of mind for maximum retention of material. Through classical music and a welcoming environment for instance, an educator can get their students to learn a lot better. Another example would be what can be done at the start of the class. The teacher asks their students to relax and then plays some classical music. After that she begins telling them a story while using mimicry at the same time. Then, the teacher stops the music and tries to review what learners have understood from the story. The results are impressive. After some rehearsing some students themselves have to go in front of the class and perform the story. Not only is their imagination stirred, but they are also motivated. This method is also related to Krashen´s affective filter. You never know, students can be besetted by some of their everyday experiences. So that they need as much support to learn as they can from their teacher. We want effervescent students and a lively class. Ergo their affective filter must be low.

Lastly, there are many more methods used in second language teaching. We do not want our students to always flounder for what to say in the target language, or to blunder on with a silly explanation. That is why we must do our best to make them feel as comfortable as possible in the classroom.